• Korean Journal of Child Studies
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• v.22 no.2
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• pp.77-90
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• 2001

This study used 2 coordination tasks to examine the strategy and quality of interactions between mothers and their children. Results were: (1) Most frequently employed strategies of mothers were feedback, orders, explanations followed by questions and opinions. Most frequently employed strategies of children were offering opinions followed by recognition and explanation. (2) In mother-initiated interactions, the mother's-question/child's-opinion sequence was most frequent, and child's acceptance of mother's order, explanation, suggestion, or opinion; child's question to mother's order, and child's explanation were also frequent. In child-initiated interactions, child's-opinion/mother's-feedback occurred most frequently. Mothers' feedback to child's explanation, acceptance, and question was also observed. (3) When mothers and children used strategies of low quality, such as rejection or reprimand, the interactions tended to be negative.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.153-176
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• 2006

This paper examines "Difference in Requests." The study of speech acts is a crucial area in sociolinguistics and ethnolinguistics, and has aided in the development of TESOL. It also provides a useful means of relating linguistic form and communicative intent. This paper concentrated on 3 request strategies, which were requests made with an explanation, requests made without an explanation and no requests. The purpose of this study, and of concern in TESOL, was to discover whether Koreans framed their requests differently under different conditions. Based on these differences, I wanted to ascertain whether Koreans who spoke English as a second language, and who have lived in the United States, frame their requests as they would in their native tongues thus creating the potential for sociolinguistic failure, or use American sociolinguistic style. As the results of the study, it was found that in the majority of cases, Americans made an explanation with a request. In many cases the Koreans living in Korea would not give an explanation when making a request. Rather, they were direct in request. In many cases the Korean speaking English and living in the US had adopted the American request strategy of giving an explanation.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.132-140
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• 2010

The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.

• The Journal of Information Technology and Database
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• v.8 no.1
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• pp.81-94
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• 2001

Providing explanations about recommending actions is one of the most important capabilities of expert systems. In fact, there exist many approaches incorporating this explanation facility into the system. Here we present briefly a new approach to generating these explanations and further attempt to investigate the impact of system explanations on user behaviors toward system-generated recommendations. For this experiment we designed a stock investment decision supporting system which, given a set of market situations, suggests an investment recommendation with explanations about the recommending action. Twenty-nine bank employees evaluated the output of the system in a laboratory setting. The results indicate that explanation facilities can make systems-generated advice more confident to users but cannot increase users'acceptance for the system conclusion.

• Journal of Information Technology Applications and Management
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• v.14 no.4
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• pp.175-198
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• 2007

Technology Acceptance Model (TAM) has been a basis model for testing technology use. Post researches of TAM have been conducted with the updating the TAM by adding new independent variables in order to increase the explanation power of the model. However, one problem is that different independent variables have to be introduced to keep the explanation power whenever applying to particular technology. This reduces the generality of the research model. Thus in order to increase the generality of the model, this study reviewed the previous researches and collected the independent variables used, and regrouped them into three basic independent constructs. New research model was designed with three basic independent constructs with four constructs selected for the mandatory IT environment and voluntary IT environment, and the structured equations analysis(AMOS) was applied to find the significant causal effect relationships between constructs in addition to the explanation power of the model. Finally, this study concluded that new TAM could be used to explain the users' adopting new technology without any adding new particular independent variables.

• 대한공업교육학회지
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• v.31 no.2
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• pp.41-63
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• 2006

The purpose of this study was to establish and apply 'term learning strategy' for learners whose basic skill, interest, and motivation for learning is lower, and to increase the learned capabilities of subjects' 'industry introduction', required for industrial technical high school students. Another purpose was to identify when the learning strategy established was applied, its affect on how well learners understood terms in a particular unit of material, and, after instruction presented in accordance with 'term learning strategy,' evaluate the ease with which subjects understood the teacher's explanation of the unit of subject, how well they understand the main concepts of the unit of subject, and to what extent the presentation interested and motivated the subjects. The researcher established 'term learning strategy' based on the principles of Garg's "Nine Steps for Events of Instruction." The study included 35 first grade participants purposely selected from 33 classes at 1155 students in K industrial technical highschool. Data was collected via tests and surveys. Results indicated that 'term learning strategy' facilitated thorough understanding of terms and concepts related to the unit of subject, as well as a better understanding of the teacher's explanation and increased interest and motivation in learning. In addition, the "term learning strategy" increased interaction among learners in the instruction setting. Finally, implications of this study and implementation recommendations for this instructional strategy were presented.

• School Mathematics
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• v.13 no.4
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• pp.563-580
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• 2011

This study is centered on the application of metaphor theory to math education from the cognitive-linguistic view. This study, at first, introduced what metaphor is, and looked into it from the math-educational view. Furthermore, on the basis of that, this study examined the significance of metaphor to math education, and dealt with its relevance to math education, focusing on the functions that metaphor has. This study says that metaphor has the function of explanation, elaboration and representation. In addition, this study examplifies that using metaphor can be an effective math learning strategy for mathematical concept explanation, mathematical connection and mathematical representation learning.

• The Journal of Fisheries Business Administration
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• v.51 no.3
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• pp.33-47
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• 2020

This study is aimed to prepare the promotion strategy to spawn snow crab resources and create their habitats using SWOT-AHP analysis. Currently, the creation program of spawning and habitat ground (CPSH) of various fisheries resource is a continuing process, however, none of these CPSH can be labeled as being effective in Korea. In order for CPSH to be effective, it must be planned systematically. Therefore, it is necessary for establishing promotion strategy on the CPSH. SWOT-AHP analysis is used to improve explanation ability of SWOT analysis. In this research, we suggested three strategies and 15 implementation plans of the CPSH using SWOT-AHP analysis. It is expected that the economic feasibility, ecosystem and recovery of fisheries resources will improve significantly. Consequently, to increase the performance of CPSH, it is necessary to focus on the developing an efficient and executive promotion strategy on the CPSH.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.440-454
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• 2011

This study proposes a new instructional strategy and corresponding materials designed from various alternative frameworks to help students understand evolution as a biologically acceptable theory. Biology teachers have normally taught the evolutionary mechanism by means of comparing Lamarckism with natural selection. In this study, a new instructional strategy in which the Lamarckian explanation is first excluded because Lamarckism is known to be subsumed in a learner's cognitive structure as a strong preconception of evolution is suggested for teaching evolution. After mutation theory is introduced, Darwinism including natural selection is explained separately during the next class hour. Corresponding instructional materials that aid student understanding of the evolutionary mechanism were developed using recently published articles on human genetic traits as scientific evolutionary evidence instead of the traditional evolutionary subject matter, giraffe neck. Evolutionary evidence from human genetic traits allows students to exclude anthropocentric thoughts effectively and raise concern for the phenomenon of evolution positively. The administered instructional strategy and materials in this research improved student conception, concern, and belief of evolution and it is believed that they helped students understand the evolutionary mechanism effectively.

• 대한공업교육학회지
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• v.30 no.2
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• pp.72-81
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• 2005

The purpose of this study is to do research on correlation between multiple intelligence and e-Learning strategy, which can be used to develop and strengthen e-Learning strategy. The subject was 183 college students of engineering at C university who had ever taken a lesson through e-Learning. Two items are investigated in these college students. One is whether there is a gap and any gender-related difference in multiple intelligence and e-Learning strategy, and the other is what multiple intelligences have an effect on e-Learning strategy. The e-Learning strategy developed by In-Sock Lee and the instrument by Yong-Lin Moon were used. The results of this study are as follows. First, it appeared that there was a difference between gender in musical intelligence and naturalistic intelligence. The average of musical intelligence was higher in female collegian, while the average of naturalistic intelligence was higher in male collegian. But there was no gender-related difference in using e-Learning strategy. Second, it appeared that multiple intelligence gave an explanation of self-direction intelligence up to 31.1%, expression strategy 20.35%, and information processing strategy 16.6%. The results of this study showed that logical-mathematical intelligence affected all of three e-Learning strategies. So, new curriculum which can make use of logical-mathematical intelligence needs to be developed so as to devise efficient e-Learning strategies.